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  • How can we accomplish these goals?
  • Tasks or activities that allow students to create A task.
  • As per video 3 steps – the wider the samples the greater the ability to “know themselves better and gain an appreciation for how other teens live” e.g. “Technology assisted and supported”
  • Medium -
  • This is the Smilebox Newsletter for November 7, 2009. If you can’t see images below, view this email in a browser window.To ensure it gets to your inbox, please add newsletter@smilebox.com to your Address Book. To stop it, unsubscribe. Photo AlbumOur newest square format photobook has the look of a traditional photo album. With portrait, landscape and square layout choices, this clean and simple design works for every occasion. It’s great for printing at home or at your retail store, emailing to friends and family or even burning to a DVD!New This Week — See Our First Holiday Designs!Click on any of these designs to get started in Smilebox: Click here to see all of our new designs. Thanksgiving FavoritesClick here to see all of our Thanksgiving designs. Smilebox of the WeekJuliana personalized our Adventure photobook with breathtaking images of their trip to Mount Evans, Colorado. Preserve your photos in a Smilebox creation and relive your great getaway!Design: AdventureMusic: AdventurousTo see your creation here, please send it to community@smilebox.com.Our design team will review it and select one to feature each week.To see previous Smileboxes of the Week click here. Tip of the WeekSmilebox Together with the Voice of Working MomsWe’re pleased to announce our new partnership with WorkingMother.com, a true community for women who both work and raise a family. Stay tuned for additional details about our collaboration. In the meantime, check it out at www.workingmother.com.The working mothers at Smilebox (and there are a lot of us!) think it’s a great resource for on-the-go moms seeking balance among their work, family and personal lives.Join Club SmileboxChoose from 900+ premium designs Play creations full screen without ads Print keepsakes Burn to DVD to play on TV Save to digital photo frames Choose from 2,400+ songs, as well as use your own music Follow us on and If you would no longer like to receive our email newsletter, please click here to stop receiving it. Don’t have Smilebox? You can get it from www.smilebox.comNeed help using Smilebox? Go to http://support.smilebox.comWhat’s happening at Smilebox? Go to http://blog.smilebox.com© 2009 Smilebox Inc. | 8201 164th Ave NE, Redmond WA 98052 | Privacy Policy
  • Transcript

    • 1. Ron Mastine 2009 1 Information and Communication Technologies accessible and adaptable for Education Intro ~ Integration ~ SPEAQ-quests ~ PLN ~ Examples ~ Google
    • 2.   A Web 2.0 Reference: http://edu.blogs.com/edublogs/files/Coming_of_age.pdf Ron Mastine 2009 2
    • 3. Ron Mastine 2009 3
    • 4.  a glimpse for those who are testing the waters  a glimmer for those who are seeking possibilities  a gambit for those who seek guidance in forging a personal direction, (PLN)  all fostered with a willingness to share.  The session strives to initiate participants at various levels and co-construct with your participation; ideas, experiences and possibilities, related to enhancing the development of the competencies with ICT support. Ron Mastine 2009 4
    • 5.  “Means recognizing where students are in their learning and helping them maximize their growth by making adjustments in pedagogical practices to accommodate differences in readiness, interests and learning styles.” PFEQ Sec Cycle TWO pg 9  Different strokes for different folks.  However, students must be enabled: - have the opportunities to..Ron Mastine 2009 5
    • 6.  overcoming :  the lack of classroom technology  and lab access,  PFEQ principles of Autonomy > learn for learning > Internet at home –noon hour > …  exploring alternatives to costly technology - virtualization, the cloud Ron Mastine 2009 6 GOOGLE ZOHO MOODLE FACEBOOK LIVE
    • 7.  Exploiting teaching and learning resources  from podcasts to publishing,  from avatars to activities,  from communicating to contexts,  while providing opportunities and support to develop the competencies Ron Mastine 2009 7
    • 8.  Motivation,  Self-expression,  Empowerment,  “Understanding by design” – linking the use of ICT’s to support curricular goals,  The 21st century Ron Mastine 2009 8
    • 9.  Workshop - Differentiating  Rachel Lalonde  Gwen Gauthier  SPEAQ 2008 Different ways of differentiating the product - C2 Advertisement Animation Archive Art Audiotape - CD - Audio file Bibliography Brochure Bulletin board Campaign Cartoon Chart Collection Computer program Costume Crossword puzzle Dance Debate - for and against Demonstration Diagram Diary Dictionary Diorama Discussion Display Doll Etching Family tree Film or video Flag Game Garden Graph Jigsaw puzzle Journal Lecture Letter Machine Magazine Map Menu Mobile Mock trail Model Mural Museum Music Needlework Newspaper Painting Petition Photographs Play Poem Poster Press conference Puppet show Questionnaire Quilt Radio Program Recipe Research paper Scrapbook Sculpture Slide show (PowerPoint) Speech Statue Story Story board Survey Television show Time line Toy Web page Tools: TEACH WEB 2.0 O.C.R
    • 10. Ron Mastine 2009 11
    • 11. Ron Mastine 2009 12 Represents understanding of the text Selects, organizes and adapts the information and language through reinvestment tasks Cooperates Uses communication and learning strategies, and resources Constructs meaning of the text Tolerates ambiguity Takes into account text type and components Negotiates meaning Reacts to the text Uses resources when necessary Uses communication and learning strategies Listens to, reads and/or views texts Explores a variety of popular, literary and information-based texts Uses prior knowledge of topic, text and language Receives input from others Uses communication and learning strategies, and resources Initiates, reacts to, maintains and ends oral interaction Takes into account the other speaker(s) or audience Begins interaction Actively participates Listens attentively Reacts to what the other says Keeps the conversation going Ends appropriately Uses communication and learning strategies, and resources Constructs meaning of the message Listens to the message Grasps the meaning of the message Validates personal understanding Readjusts comprehension when necessary Uses communication and learning strategies Expands a personal language repertoire Uses functional language, other vocabulary and language conventions Takes feedback into account Pronounces words in an understandable way Practices and reflects on newly acquired language and strategies Uses a personalized production process Adapts the process to the task Cooperates. Prepares to produce Produces the media text Adjusts and presents the media text Shares and reflects on process and product Uses communication and learning strategies, and resources Uses a personalized writing process Adapts the process to the task Prepares to write Writes the draft(s) Revises Edits Publishes Shares and reflects on process and product Uses communication and learning strategies, and resources Builds a personal inventory of writing and production resources Experiments with a variety of popular, literary and information-based texts Uses and adapts various text models Uses a variety of writing and production tools Uses communication and learning strategies
    • 12. Ron Mastine 2009 13 Represents understanding of the text Selects, organizes and adapts the information and language through reinvestment tasks Cooperates Uses communication and learning strategies, and resources Constructs meaning of the text Tolerates ambiguity Takes into account text type and components Negotiates meaning Reacts to the text Uses resources when necessary. Uses communication and learning strategies Listens to, reads and/or views texts Explores a variety of popular, literary and information-based texts Uses prior knowledge of topic, text and language Receives input from others Uses communication and learning strategies, and resources
    • 13. Ron Mastine 2009 14 Initiates, reacts to, maintains and ends oral interaction Takes into account the other speaker(s) or audience Begins interaction Actively participates Listens attentively Reacts to what the other says Keeps the conversation going Ends appropriately Uses communication and learning strategies, and resources Constructs meaning of the message Listens to the message Grasps the meaning of the message Validates personal understanding Readjusts comprehension when necessary Uses communication and learning strategies Expands a personal language repertoire Uses functional language, other vocabulary and language conventions Takes feedback into account Pronounces words in an understandable way Practices and reflects on newly acquired language and strategies
    • 14. Ron Mastine 2009 15 Uses a personalized production process Adapts the process to the task Cooperates. Prepares to produce Produces the media text Adjusts and presents the media text Shares and reflects on process and product Uses communication and learning strategies, and resources Uses a personalized writing process Adapts the process to the task Prepares to write Writes the draft(s) Revises Edits Publishes Shares and reflects on process and product Uses communication and learning strategies, and resources Builds a personal inventory of writing and production resources Experiments with a variety of popular, literary and information-based texts Uses and adapts various text models Uses a variety of writing and production tools Uses communication and learning strategies
    • 15. Ron Mastine 2009 16 The Aspects of Culture: Aesthetic, Sociological, Socio-Linguistic Response, Writing and Production Processes as frameworks Strategies to enhance communication and learning: Metacognitive Cognitive Social/affective Functional language, Other Vocabulary, Language Conventions, Focus on Form (grammar), … Audience, Register A variety of popular, literary and information-based texts - contextual cues and elements of…
    • 16.  are a set of related tasks that students must complete in order to reach a defined goal.  They maximize opportunities to develop and evaluate one or more of the ESL competencies and the CCCs. Pg10  deal with issues drawn from the BALs; aspects of culture; students’ needs, interests or experiences; or other subject areas. Pg10  “Language and Content (means and target)”  elements of the Related Content to include in the LESs (e.g. language repertoire: when students do not have the vocabulary or structures to accomplish a task, the teacher plans language focus activities within the context of the situation) Ron Mastine 2009 17
    • 17.  The teacher and students use a variety of methods and tools (e.g. observation grids, quizzes, rubrics, portfolios) in order to carry out self-, peer- or teacher-evaluation, an integral part of LESs. Ron Mastine 2009 18
    • 18. Ron Mastine 2009 19
    • 19. How teenagers are represented in the media ? 1) by reinvesting their understanding of a variety of media texts (e.g. TV commercials, newspaper articles, Web sites). 2) Students cooperate to investigate (WIKI example) 3) and compare that representation with their own reality. 4) They then produce their own media text depicting how they think teens could be more realistically portrayed. 5) Students come to know themselves better and gain an appreciation for how other teens live. Ron Mastine 2009 20
    • 20.  students examine TV commercials , print advertisements, radio spots, etc. and create their own media texts,  they develop critical judgment based on how the media represent teenagers. (Through the use of the response process, they become familiar with some of the features of these texts)  use their knowledge of media-related materials (e.g. digital camera, publishing software) and communication codes (e.g. sound, image) to produce media texts illustrating their own reality. Ron Mastine 2009 21
    • 21.  Response Journals   Dialogue Journals   Double-Entry Journals   Role Play  Improvisation  Poetry   Mind Maps   Collages   Character Mapping   Open-Ended Questions  Literature Circles  and Small Group Discussion  … etc Ron Mastine 2009 22
    • 22. Ron Mastine 2009 23
    • 23. 1) students determine the message they wish to express. (research, organizers, collaborate online) 2) decide on the medium and 3) what type of language would best achieve their purpose and reach their audience. 4) Make a storyboard for a short film, write a script for a radio spot, design a poster, etc. 5) Prior to presenting a final version of their media text, students make adjustments, taking others’ feedback into account. Ron Mastine 2009 24
    • 24. Search Google Wikipedia Dictionary Visual Dictionary Visual Dictionary 2 Research Reference refdesk Newspapers Newslink CBC archives Media Encyclopedia.com Language Tools Ron Mastine 2009 25 What s/he has learned at school, experiences, skills, (prior knowledge What s/he has learned at school, experiences, skills, (prior knowledge), aptitudes, interests, talents, etc. ), aptitudes, interests, talents, etc.   PERSONAL mobilized HUMAN MATERIAL
    • 25.  Students decide they want to see if they can make a difference in their milieu.  They research forms of pollution that interest them.  They e-mail a letter to an expert using a writing process guided by the teacher.  They set up candid camera shots to see how others react to types of pollution Ron Mastine 2009 26
    • 26.  They use a production process to prepare a campaign of posters, brochures, top ten lists, etc. to sensitize the milieu.  After a certain time, the students again take candid camera shots under the same conditions to see if their campaign has been successful.  Another possibility – an anti-pollution newsletter/brochure Ron Mastine 2009 27
    • 27. Ron Mastine 2009 28 Write Prepare Revise Reflect Publish Edit WRITING PROCESS
    • 28. Outline ideas http://speaq.qc.ca/SPEAQ-quest/
    • 29. Introduction, Task, Process to a product, Conclusion, (Evaluation…)
    • 30.  A video, a newspaper article (Gazette online), a podcast, a picture or digital presentation introduces and gets the students thinking – challenges – motivates to …  http://questgarden.com/search/webquest_results.php?language=en&descwords=the&searchfield=descrip
    • 31.  The silly – Creating school records http://urdb.org/Conte nt/SearchResults.aspx  How can you make a difference… > Video results for global warming video CBC - Global Warming Doomsday Called Off HowStuffWorks Videos "What is Global Warming?" Al Gore on averting climate crisis | Video on ... How It All Ends Global Warming 101 Video -- National Geographic
    • 32. Interesting Argument About Global Warming Video 10 min - Jun 13, 2007 www.break.com Blue Man Group on Global Warming 1 min 49 sec - Feb 28, 2006 video.google.com HowStuffWorks Videos "What is Global Warming?" 1 min 25 sec - Sep 7, 2008 videos.howstuffworks.com The Truth About Global Warming Video – 5min.com 3 min 55 sec - Nov 4, 2007 www.5min.com How It All Ends 10 min - Oct 10, 2007 www.youtube.com CBC - Global Warming Doomsday Called Off 44 min - Apr 21, 2007 video.google.com YouTube - Global Warming - our contest winner! 2 min 58 sec - May 13, 2007 www.youtube.com Global Warming 101 Video -- National Geographic video.nationalgeographic.com X Games Gretchen Bleiler and Global Warming ... 2 min 25 sec - Feb 5, 2008 vids.myspace.com Yossi Vardi fights local warming | Video on ... 6 min - Dec 10, 2008 www.ted.com What is Global Warming Video – 5min.com 2 min 6 sec - Sep 17, 2008 www.5min.com A Way Forward: Facing Climate Change Video ... video.nationalgeographic.com I Heart Global Warming // Current current.com Proof for Global Warming Video www.break.com Polar Bears Dealing with Global Warming - Video 1 min 16 sec - May 24, 2009 www.metacafe.com Al Gore on averting climate crisis | Video on ... 9 min - Dec 10, 2008 www.ted.com 33
    • 33.  How can you make a difference,  How can we raise awareness,  How can we create school records,  How should we treat pets,  How can we celebrate, organize, … Earth Day, an English Day  Solve a mystery…  Investigate, discuss and …  … create, design, write, …  - Essential questions + guiding questions
    • 34.  Look at other examples, (other videos, podcasts, texts, etc.) ( work on a strategy - e.g. skim & scan text, infer meaning)… link to the examples using Fleck and Trailfire.  Look at resources, reference material (teacher created …) Organize using IGOOGLE – ZOHO  Create roles with specific activities to Jigsaw COOP – share digitally (post…)  Work on language – the vocabulary, functional language ( expressions, useful sentences and questions) (references, puzzles, exercises and quizzes)  Discuss – in class and out – “ask an expert” – video conference, poll or survey others, …
    • 35.  Share ideas and resources – Wiki – Blog – FaceBook  Use an organizer – bubble.us, thinkature or a Timeline (story plot) to organize and discuss ideas.  Choose a medium – a poster, presentation, digital scrapbook, etc.  Add a musical element – for feeling, impact, …  Create / play a game  Provide links to “how to” information (templates, etc) or develop a “how to” using a digital medium.
    • 36.  Discuss the basic concept (coop – think, pair, share) (post)  Answer an online reflection (poll)  Add product and reflections to an online portfolio – Moodle – Wiki - …  Create a table of similar and different applications of the basic concept (community action, self-knowledge, …) to share (Wiki, Blog, Web page... prior to an in class discussion.
    • 37.  Pinpoint pedagogical aspects of process and product. See PFEQ –competencies, key features, evaluation criteria for performance descriptions.  Create a table  Describe identifying elements of the levels: exceeds, meets, acceptable, developing ...  Use rubric software – adapt or investigate the theory of … etc
    • 38.  Teachers provide, create and organize supporting resources using the ICT possibilities.  Students create, share, organize, etc. to facilitate learning using ICT’s.  Basic resources (Googling, image banks) and references (dictionaries, encyclopedias,…) are a given and included but are specific and guided.
    • 39.  Investigate, describe, compile  Experiment  Apply & Create  Analyze & evaluate  Link to the PFEQ and teaching/learning goals  Share (teach each other ~ learn from each other)  Log the possibilities (TAG)  Integrate into a type of learning and evaluating situation – e.g. SPEAQ-quest Ron Mastine 2009 41
    • 40.  PLN - Personal Learning network  CLN - Classroom Learning Network
    • 41.  “Personal Learning Networks (PLNs) are all about using web tools such as blogs, wiki, twitter, facebook to create connects with others which extend our learning, increases our reflection while enabling us to learn together as part of a global community. PLNs increase our opportunities to ask questions and receive help compared to our normal daily face-to- face interactions.” “Best of a PLN is it's personal! You make all the choices: What tools you use!  Who you connect with!  How you want to learn!  When you want to learn!” Visit Ron Mastine 2009 43
    • 42.  Where are you on this social media ladder? Here's a must-read: "14 Ways K- 12 Librarians Can Teach Social Media" by Joyce Valenza.
    • 43. •Social Bookmark Tools --Social Bookmarks - Ideas to Share •Social Networks --Social Networking Ideas to Share •Video Tools and Video Sharing --Video Tools and Video Sharing Ideas •Wikis --Wikis to Share •Word Processing & Productivity Tools --Writing and Productivity Tools - Ideas to Share •Other Cool Tools 4 U 2 Use •Audio & Podcasting --Audio & Podcasting Ideas to Share •Blogs (Weblogs) --Blogs to Share •Calendars, Task Management & ToDo List Tools --Calendars, Task Management & ToDo List Ideas •Drawing, Charting & Mapping Tools --Drawing, Charting & Mapping Tools - Ideas to Share •Photo and Photo Sharing Tools --Photo Ideas to Share •Portal & WebPage Starting Tools --Ideas to Share about Portal & Webpage Starting Tools •Presentation Tools --Presentation Tools - Ideas to Share •Quiz & Polling Tools --Quiz and Polling Tools - Ideas to Share •RSS, News Feeds & Aggregators --RSS etc. Ideas to Share
    • 44.  Analyze texts  Author an interactive work  Blog  Brainstorm/ generate ideas  Build and share collections  Collaborate  Collect data  Compare resources  Convert/ manipulate files  Create a mashup  Find research materials Ron Mastine 2009 46  Make a dynamic map  Make a screencast  Manage bibliographic information  Network with other researchers  Organize my research materials  Conduct linguistic research  Share bookmarks  Stay current with research  Take notes/ annotate resources  Transcribe handwritten or spoken texts  Write collaboratively  Visualize data
    • 45. eflclassroom.ning.com
    • 46.  http://teachw eb2.wikispaces .com/
    • 47.  http://educat ionalsoftware. wikispaces.co m/Online+to ols
    • 48.  http://www.classroom20.com/  http://www.classroom20wiki.com/  http://www.techlearning.com/blog/2007/11/ best_of_the_web_my_most_useful.php  http://www.trailfire.com/streamhopper/trailv iew/30170  http://larryferlazzo.edublogs.org  http://www.khake.com/page67.html Online Tutorial Resources  http://www.khake.com/page69.html Teaching and Learning Resources  http://eflclassroom.ning.com/directory.html
    • 49.  My first recommendation is that you read what Sue Waters has written about PLN’s. Sue isn’t an ESL/EFL/ELL teacher, but she provides an essential step-by-step guide for how any educator can get started.  One of my favorites is EFL Classroom 2.0. Begun by David Deubelbeiss, it’s an extraordinary collection of every imaginable ESL/EFL resource, and helps connect teachers from all over the world.  Learning With Computers is an exceptional group of ESL/EFL teachers from around the world that was begun by Gladys Baya. It’s part of Webheads In Action, which has helped start several similar collaborations. Learning With Computers has a very helpful Wiki and an equally helpful, and active, listserv. Another great Webheads group and listserv is called evonline.  Two more listservs worth joining are The Computer-Assisted Language Learning listserv from TESL and the National Institute For Literacy’s Technology Discussion List.  EFL Teaching Recipes is an extremely accessible site where ESL/EFL teachers can share their lessons, including video and images. It’s just beginning, and I’m sure it’ll be filled-up with with ideas quickly. Go over and contribute some, as well as read the excellent ones that are already there!  Burcu Akyol has put together an excellent list of ESL/EFL teachers you can follow on Twitter and Shelly Terrell has done the same.  TEFL.net is a worldwide forum with discussion boards, jobs listings, and a ton of other resources.  If you have a blog, you might want to consider connecting with “Bloggers in ELT, freelancers.” It’s a group begun by Karenne Sylvester, and you can read all about it here.  Of course, TESOL, the association of Teachers of English to Speakers of Other Languages, is a huge international organization with lots of resources. It is also one of two resources on this list that costs to join, but it does offer reduced rates depending on your situation.  The other organization in this post that costs to join is IATEFL, the International Association of Teachers of English As A Foreign Language. TESOL seem similar to me, though TESOL seems more based in the Americas while IATFL in Europe, but that might not be an accurate description of the differences. Please correct me if I’m wrong. IATEFL does have a good listserv for K-12 teachers teachers that is free to join — it’s called Young Learners.  You might also find The Best ESL/EFL Blogs list useful. http://larryferlazzo.edublogs.org/
    • 50. The FREE CyberSmart Toolbar Tour www.howcast.com CyberSmart! Educator Toolbar 2 min 34 sec - 17 Nov 2008 www.youtube.com http://cybersmarttoolbar.com/
    • 51.  You name it –  there’s a site with an online or offline application that does it  and the information, tutorials, videos, etc. that explains it. Technology enhancing tools - video intro http://allsharing.ning.com/video
    • 52. http://moodle.speaq.org/
    • 53. Ron Mastine 2009 55
    • 54. Ron Mastine 2009 57
    • 55.  Call the world…  50 Awesome Ways to Use Skype in the Classroom  http://www.skype.com/  Phone>>  Class experiment/reflect  https://ron- tech.wikispaces.com/SKYP E+Pro%27s+and+Con%27s Ron Mastine 2009 58
    • 56. http://speaq-quest.pbworks.com/https://ron-tech.wikispaces.com/
    • 57.  Blogger: Create your free blog  Blogger is a free blog publishing tool from Google for easily sharing your thoughts with the world. Blogger makes it simple to post text, photos and video ... Blogger: Sign in - Sign Up - Claim your blog  www.blogger.com/ -  21Classes – Free Classroom and Education Blogs - Home  Blogs for your students. Classroom blogging made easy. www.21classes.com/ -  WordPress.com » Get a Free Blog Here  Free blogs managed by the developers of the WordPress software. Includes custom design templates, integrated statistics, automatic spam protection and other ... wordpress.com/ - http://speaq.qc.ca/blog/blog.html
    • 58.  Google My Blogger  http://www.classroom20w iki.com/Blogging to begin an investigation of blogging in education.  Edublogs http://learnerbl ogs.org/ : made by educators for educators  Check out Blogging video presentations on "TeacherTube.com".  Recitlangues: http://blogs.domainelangu es.qc.ca/article.php3?id_art icle=32
    • 59.  On a page I want to share – right click and choose Blogger.
    • 60. Read, View, Publish, share DOCUMENT TYPE All Article or Essay Book Catalog journal Magazine Manual or Resource Newspaper Paper Photo album Portfolio Presentation Report Other CATEGORIES All Auto & Vehicles Business & Marketing Creative Film & Music Fun & Entertainment Hobby & Home Knowledge & Resources Nature & Animals News & Politics Nonprofits & Activism Religion & Philosophy Sports Technology & Internet Travel & Events Weird & Bizarre Other
    • 61. http://allsharing.ning.com/video
    • 62.  Choices Ron Mastine 2009 65
    • 63.  Avatar’s and Bot’s  http://www.alicebot.org/join.html Ron Mastine 2009 66
    • 64. Ron Mastine 2009 67
    • 65. Ron Mastine 2009 68
    • 66. Ron Mastine 2009 69
    • 67.  Tag Clouds / Word Clouds / Tag Cloud Generator another  Creating Word clouds | Teaching English  Wordle: using word clouds in a lesson  How to Create Word Clouds Ron Mastine 2009 70
    • 68. Ron Mastine 2009 74
    • 69. Ron Mastine 2009 75
    • 70. Ron Mastine 2009 76
    • 71.  IGoogle is a home page available to those who register for gmail.com  This home page is a personalized and almost limitless page of "gadgets or widgets" that provide direct access to thousands of tools that can brighten the eyes of any language teacher or student.  Here is a sampling but just the tip of an incredible selection from word games to interactive project calendars.
    • 72.  Docs http://docs.google.com/#all
    • 73.  Include on a blog, wiki, web page or send out in an email. Then check out the results.
    • 74. 1 - 20 of thousands Next »
    • 75. Ron Mastine 2009 86
    • 76.  For images, collages, posters, movies +
    • 77.  RSS to your desktop…
    • 78.  With guiding and caution…
    • 79. Ron Mastine 2009 92
    • 80. Ron Mastine 2009 93 Online download sites: http://www.savevideodownload.com /download.php Software: Google… FireFox Addins: Downloadhelper / converter
    • 81.  including video downloads, etc…
    • 82.  http://www. teachertube.c om/
    • 83. New Cool Tool tool which you will find in all lessons: Listen / Record / Compare. This is a picture of the recorder. Try a live example in any lesson. In real situations in the lessons, students first listen to the native speaker in the exercise, then record themselves, and then listen to the teachers' voices as well as the native speakers in the video again to compare, and record again, until satisfied with their pronunciation. Recording Support is here. Ron Mastine 2009 96 http://www.youtube.com/watch?v=FZtCsm1_Bz4
    • 84.  http://www.youtube.com/user/duncaninchina Ron Mastine 2009 97
    • 85.  Media Player Classis Video software  YouTube downloads  ITunes Podcasts  Samples
    • 86.  Itunes: http://www.apple.com/itunes/overview/  http://www.vodcasts.tv/category/8/Educati on  http://www.podfeed.net/category_list.asp?p= 17&id=30
    • 87.  Podcasting (Learning in Hand)  Podomatic  About what? : a public service radio announcement, an ad, a weather report, ... a Radio show, let your imagination lead you.  Audacity software
    • 88.  Perfect memory is waiting just behind this popup.  Evernote is here, there, and everywhere just waiting for you to feed it notes, ideas, pictures, to-dos, web pages, PDFs, and more.  Here are some suggestions to help you get started:  Make a new note and type some text, attach an image, PDF, or audio file;  Install Evernote on your desktop, sign in, and see that same note appear;  Clip a web page using our clipper, hit sync, and it's available everywhere  BONUS: If you drag, attach, or email an image into your account that contains printed or handwritten text, we'll make it searchable. Just sync it and our servers will start working their magic. http://280slides.com/http://280slides.com/
    • 89.  http://www.inklesstales.com/  stories, poems, offline projects, and interactive learning games
    • 90.  Genealogy Software:  Choices  Open source  Non-web  GenealogyJ · GRAMPS · LifeLines · Microsoft Family.Show  Web-based  Geneotree · GeneWeb · PhpGedView · Geni.com  Freeware Ahnenblatt · Family Tree Builder (Free ver.) · Legacy Family Tree (standard ed.) · Personal Ancestral File (PC) · SmartGenealogy
    • 91.  Choices and …
    • 92.  Videos for kids
    • 93.  English Banana.com - the Best Free Site for Learning English. With ...
    • 94.  English Banana.com - ELT Resource Bank - Complete Download (FREE)  The ELT Resource Bank is a downloadable collection of just about every English Banana.com worksheet and book that we've ever produced - over 1000 worksheets ...  We've got lots of free podcasts, downloads, books, games and quizzes for learning English! Plus free English lessons, free worksheets, free games,…
    • 95.  37 Photo Effects and Tools Make your pictures more lively, apply fancy effects and create real eye-catchers with this collection of easy to use photo effects. All photo tools on this site are browser based, very simple to use and can be combined with each other.  Photo Effects Blueprint Canvas Tiles Color Swap Fade Image Ghostify Heatmap Infinity Kaleidoscope Nightvision Pencil Sketch Pixel Effect Scanlines Sepia Tone Stardust Strips Water Reflection Wirl Effect  Frames  Brushstroke Frame Faded Frame Fiery Flames Film Strip Flower Frame Pixeled Frame Polaroid Effect Postage Stamp Swirl Frame Thumbnail Frame   Flag Collage Motivational Poster Newscast Photo Circles Pop Art Collage Shape Tool Speech Bubble Editor Text Collage Wall Painting Wanted Poster 
    • 96.  Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering, Jane E. Pollock  Technology- Classroom Instruction that Works  http://t4.jordan.k12.ut.us/professional_develo pment/strategies/
    • 97.  Identifying Similarities and Differences  Homework and Practice  Setting Objectives and Providing Feedback  Summarizing and Note Taking  Nonlinguistic Representations  Generating and Testing Hypotheses  Reinforcing Effort and Providing Recognition  Cooperative Learning  Cues, Questions, and Advanced Organizers
    • 98.  Identifying Similarities and Differences  Presenting students with explicit guidance in identifying similarities and differences  Asking students to independently identify similarities and differences  Representing similarities and differences in graphic or symbolic form enhances students’ understanding of and ability to use knowledge  Technology Applications Inspiration and Kidspiration .  Word processing program “call-out” shapes such as Microsoft Word's “speak shape” or “thought shape.”  Presentation software to fade back and forth (teacher presentation)  Students graph numerical data with spreadsheet or graphing calculator emulator The Graph Club  Core curriculum—compare animal similarities  Bar graph of similar traits  Fingerprint graph—how many have swirls, etc.  Table creation in Microsoft Word for comparison  Telecollaborative projects  Templates: Venn Diagram (p.18) Comparison Matrix (p.19) Categories (p.22) Metaphors (p.25) Analogies (p.28) http://t4.jordan.k12.ut.us/t4/content/view/189/38/
    • 99.  Number five is: CREATE A NEAT-LOOKING ESSAY OUTLINE: aMaps let you create a visualization of a basic essay form – state your position and provide reasons, along with examples. After completing a scaffolded outline, you’re provided with a pretty neat looking visual picture of what you’ve developed, along with the embed code. You can also email the link to a friend or teacher for posting on a blog or website, and then people can respond to what you wrote.  Number four: CREATE AN INFORMATIONAL MAP: Show/World & Show/USA (which are on The Best Map-Making Sites On The Web list ) lets you create visual representations of information using maps. Students can then embed their creations on their blog/website and describe what they’ve done.  Number three is: CREATE A TALKING ANIMAL: Talking Pets lets you do it. You can choose a pet picture, or upload your own. Then, using the text-to-speech feature, you can have it say a short message, then email the link for posting on a blog or website.  Number two is: WRITE A PICTURE STORY: Five Card Flickr Story lets you pick five photos from a group of pre-selected images from Flickr and then write a story about them. It saves your selection and story, and provides you with a link to it. No registration is required.  And, now, the Number one tool to create online content easily and quickly is: POST ANYTHING ONLINE IN SECONDS: File2.ws lets you, without registering, quickly upload any document and turn it into a webpage. This is an extraordinary tool. You can see examples of how my students used it to create multilingual materials on swine-flu prevention. Students can create anything, for example, using Microsoft Word, and immediately turn it into a webpage http://larryferlazzo.edublogs.org/2009/07/18/the-best- ways-to-create-online-content-easily-quickly-%E2%80%94- 2009/
    • 100.  See also :  The Best Sites For K-12 Beginning English Language Learners  The Best Sites For K-12 Intermediate English Language Learners  From : Larry Ferlazzo’s Websites of the Day http://larryferlazzo.edublogs.org/2009/11/01/the-best-sites-for-teachers-of-english-language-learners-2009/
    • 101.  http://www.trailfire.com/  Lead your students on a commented and guided scavenger hunt through specific sites to specific information and resources.
    • 102.  http://www.slideshare.net/  http://280slides.com/  SlideWorld
    • 103.  http://www.eslvideo.com/index.php
    • 104.  http://voicethread.com/ http://voicethread.com/#home.b409.i848804
    • 105.  Check out as a way for students to send in audio to the teacher http://braincast.viatalk.com/faq
    • 106. http://www.freedownloadsc enter.com/Multimedia_and_ Graphics/Video_and_Anima tion_Tools/free/index2.html
    • 107.  http://www.zefrank.com
    • 108.  http://www.zefrank.com
    • 109.  Photo Roman - a special kind of digital storytelling, if you want to make a Photo Roman, the first thing you need are photographs. http://pics.tech4learning.com/ What a quiet winter evening at the lake! What’ s that? Vrooom Vroom A great day for a drive Not much traffic but the snow is a bit deep!
    • 110.  There are lots of resources on the Internet - here are a few: Archie scrapbooking Digital scrapbooking Links Links
    • 111.  http://smilebox.com  Smilebox  http://secure.smilebox.com/ecom/openTheBox?sendevent=4d5449794d6a41354d7a513d0d0a &sb=1&blogview=true&campaign=newsletter_20091107&partner=smilebox 
    • 112.  flash presentation describing steps. http://ctlt.iastate.edu/~ds/Beh mer/  Digital Storytelling - usually with video A variety of links Digital Storytelling Educational Uses of Digital Storytelling Website Seven Steps to Create a DigiTales Story (digital movie)  Possible software includes: PowerPoint, Flash Slideshow Maker , Photostory 3, Picasa2, …
    • 113.  xtimeline – “best of the bunch for classroom use.”  Timelining inspiration: http://www.schoollibraryjournal.com/blog/13400 00334/post/260011426.html  Software: Download Smart Draw
    • 114.  tools for teachers are provided at CLEAR - Center for Language Education And Research at Michigan State University. Open an account - it is free and try out the tools.
    • 115.  Explore the fun and writing possibilities for ESL of 'create a comic strip' in a variety of forms:  1. Online 1 Comics with PowerPoint, 2. Online 2 Garfield Comics creator 3. Online 3 Make a comic 4. Online 4 Archie comics (fun activities)
    • 116.  for free with no advertisements at http://chnm.gmu.edu/tools/login/  SPEAQ Survey: Do you teach using English?
    • 117.  Visit Wiki to see a Quebec example  Wikis for documentation then view this video. Giving everyone a say! These sites allow anyone to participate in elaborating content – from a story to an encyclopedia to scheduling, etc. Have you visited Wikipedia?
    • 118.  Microsoft offers templates for its various Office programs found in most schools- some specifically related to teaching and others with a more general focus.
    • 119.  http://www.mystudiyo.com/  Hot Potatoes  http://school.discoveryeducat ion.com/quizcenter/quizcente r.html  http://quizstar.4teachers.org  http://www.quizlab.com/ 
    • 120.  is one among many sites where students and teachers can create puzzles for class and fun. There are ten types of puzzles to choose from  also see:- Picture Puzzle - http://www.kidcrosswords.com/p uzzle_makers/puzzle_makers.htm
    • 121.  Top 100 Tools for Learning 2009 (Nov 6) http://c4lpt.co.uk/recommended/index.html  Top 100 Tools for Learning 2008 http://www.c4lpt.co.uk/recommended/top100. html  Top 25: http://www.c4lpt.co.uk/25Tools/index.html
    • 122.  Top 10 Free Tools  http://www.adeta.org/top10addins
    • 123.  Other learning communities for teachers are http://www.classroom20.com/  http://www.techlearning.com/blog/2007/11/best_of_the_web_ my_most_useful.php -  http://tappedin.org/tappedin/web/about.jsp#educators  http://eflclassroom.ning.com/directory.html
    • 124.  podcasts, that could introduce and bring out questions or give answers to the context,  there were stories, and literature,  video podcasts from ITunes,  quizzes for teachers or students,  video collections from the GRICS, and  ESL video to combine video and quizzes as well as  sites that allow teachers to guide students through the maze of information so they can concentrate on the information and not the search: Fleck and Trailfire. Ron Mastine 2009 151
    • 125.  Wikis,  blogs,  creating podcasts, (audio and video)  "photo romans “, (Photo Novelettes),  digital scrapbooking  digital storytelling,  multimedia (online) presentations,  creating comic strips, … Ron Mastine 2009 152
    • 126.  video conferencing,  the possibilities of communicating around the world using Messenger, Gtalk and others  WiZiQ ,  Wimba  Skype.  Second Life  ESL software using voice recognition.  Voicethread,  avatars, those interactive computer animations who talk back as well as Ron Mastine 2009 153
    • 127.  Review this presentation on the ’net at speaq.qc.ca – Convention : workshops  2009  Tweaking the Competencies with ICT support (site)  Tweaking the Competencies with ICT support  (pptx)